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1.
Summaries

English

Before constructing a new curriculum for any level in integrated‐science education, it is very important to establish a basic philosophy of science teaching which reflects a symbiotic relationship between education and the socio‐economic development in a particular country of the world.

The curriculum structure of integrated‐science education should broaden the basis of curricular decision and should be designated to follow the expectations of the society in providing professional intellectual training so that education can make a significant contribution to the socio‐economic growth of the country. This basic assumption which established a link between cultural and socio‐economic growth, involves a diversification of the cultural trends of science education which must become appropriate to the economic and historical context of each country in a fast changing world of work.

Therefore, by critically removing outside influences in the transmission of scientific knowledge, there should be less uniformity in the context and methods of teaching, and considerable restructuring of education for each country should occur. Thus, considering the historical and geographical differences, a new order in international division of labour would come into being.

In such a hypothesis, a research‐oriented integrated curriculum in science education can play a central role (certainly a better one than in the traditional, discipline‐oriented scheme of science teaching) in obtaining an adequate interaction between scientific education and social problems; this is required for modern cultural and economic development of the world.  相似文献   

2.
This article reflects my experiences of learning art in the 1970s and 1980s and my teaching career in school art education in twenty‐first century South Korea. This autobiographical reflection shows how I have struggled with my identity as an art teacher in the post‐colonial context of Western influences on Korean society since World War II. There has been greater tension and a greater struggle for different values, practices and identities when new values and practices have been introduced into the particular socio‐cultural context of South Korea. My struggles with particular kinds of pedagogic identity valued within the rapidly changing political, economic and cultural context of Western influences on Korean art education demonstrate the hidden structural mechanism of the relationship between culture, power and identity in the post‐colonial world of globalisation. This study as an autoethnographical research provides critical insights into how identities are produced by pedagogic discourses and practices of art education that are constructed through the specific systems of practice and language which transmit and regulate such identities and values.  相似文献   

3.
Summaries

English

In this essay, Professor Peter Fensham examines the respective roles of books, teachers and committees as source and authority of scientific information in the context of school science education. In his comparative analysis of recent curriculum development trends in the USA, England and Australia, he detects significant differences in what is accepted in the different countries as ‘authority about science knowledge’ and argues that these differences emerge from the different historical, political and economic development of the three apparently similar countries.  相似文献   

4.
This paper examines the ideology of one the best known figures in science education in the USA, and draws attention to the relationship between the political climate and curriculum in national curriculum developments. We are mindful of the forces shaping the schooling of science in Australia, and we present this analysis as an example of the social forces that dominate education both here and overseas. Paramount is our desire to open the door for a socially responsible Australian school science experience. Social Responsibility of Science in Science Education Group.Specializations: sociology of science education, the nature of science and the production of scientific knowledge, comparative science education and environmental education. Social Responsibility of Science in Science Education Group.Specializations: comparative education with particular reference to China, the nature of science and the production of scientific knowledge.  相似文献   

5.
Abstract

The sport-for-all movement currently evident in many countries of the world is often touted as a self-evidently desirable means of achieving physical fitness on a global scale. But is sport truly a veritable route to collective wellbeing or some fantastic aggrandisement of a Western canon? This article challenges the cherished myth that sport is essentially meant for all regardless of context. The discursive background of sport for all was viewed through the lens of political economic relations and the dominant discourse of recreation and leisure. To be sure, sport for all has the ring of commonsense viewed from the North, yet it has a different resonance when examined from the South: it is a big, staggering plot to repress and diminish the cultural significance of the indigenous games of Third World people. This article takes stock of the lessons from the Dar es Salaam Sport for All project and stresses the need for African countries to resist any homogenising sport discourses premised against the reclamation of discursively constituted local games and indigenous physical education pedagogy. It argues that precolonial African games need not be uprooted from the physical education curriculum for colonial sports to roost, as these games have locus standi where Western sports stand. It suggests the need for deconstructive discourses that are conducive to the renovation and institution of indigenous African games as a step towards maintaining cultural distinctiveness and deconstructing totalising images of physical education curriculum content.  相似文献   

6.
Abstract

Moral education is being phased into the state‐approved curriculum in Malaysia and is designed for non‐Muslim pupils in the school population. The stated aim of the curriculum is the development of a ‘morally‐mature’ person who will be able to make independent judgements in a moral conflict situation. This paper gives an account of the processes involved in the evolution of the moral education programme, while commenting on issues that impinge most centrally upon it.  相似文献   

7.
The 1968 structural reform of the education system in Israel was part both of a global process of democratization of education launched after the Second World War and of a larger modernization project in which the social sciences played a crucial role. This dynamic was an expression of a conjunction of interests, in which political forces used research on educational matters in order to advance their socio‐political agendas, while researchers used the state's interest in their work and in the ‘social problems’ they elaborated in order to receive public funding and to obtain state recognition of their scientific contribution. This article traces the reformist discourse structuration—the process of institutionalization of the different social science discourses in state institutions, such as universities and national institutes—in order to disclose the social sciences/politics linkage in Israel. It also puts forward the argument that in order to understand discourse structuration at a national level, it is essential to consider an additional factor: global education networks. Global networks adopted a discourse inspired by the American school model that tended to be adopted by scholars in different countries. The article focuses on the processes in Israel whereby knowledge producers elaborated the ‘inequality of opportunity’ and ‘ethnic gap’ social problems, and proffered the 1968 structural reform as the solution.  相似文献   

8.

This paper draws on the experience of the Pan-Canadian science curriculum development process as an instance of the more general problem of integrating science and environmental education. It problematizes the issue of incorporation of social and environmental dimensions within the science curriculum in terms of both policy and practice. The agenda of environmental education, as eco-philosophical and eco-political, provides a radically different base from which to explore the impact of change on science teachers and schools. Thus, the very idea of environmental education as an educational policy goal must be examined in light of conflicting agendas of science and environmental education. This paper argues that transforming structures and processes of school science to enable different teacher and student roles involves closing the gap between curriculum (policy) development and professional development as well as reconceptualizing science education, but from more overtly open moral value and political perspectives than have been considered in the literature of science education.  相似文献   

9.
Abstract

In previous research, participation in science studies in senior secondary school has been related to both background characteristics of students and to earlier achievements and interests. This paper reports an investigation of participation in combinations of subjects in senior secondary schools in Australia which embody different science orientations. It shows that different combinations of factors shape participation in physical science’ and ‘biological and other science’ types of course. Both are favoured by investigative interest but participation in a physical science course type is strongly associated with high levels of earlier school achievement in numeracy and gender whereas participation in a biological and other science course type is more strongly associated with social background and curriculum influences. In addition the paper suggests that the low participation by females in physical science courses should be interpreted in terms of an interactive influence of gender, earlier achievement and socio‐economic background.  相似文献   

10.
ABSTRACT

This paper examines selected reform efforts in technical and technological education from a comparative perspective. The similarities and differences between reforms in selected countries – Brazil, Canada, Germany, Great Britain, Indonesia, Malaysia, Singapore, Sweden – are analysed to determine major world‐wide trends. Lessons are drawn which should be useful for nations contemplating reform of their education and training systems. Particular attention is focussed on the time taken to complete reforms effectively and the need for long‐term approaches, relationships between educational reforms and industrial development, the interdependence of reforms affecting general, technical and vocational education, regional co‐operation and the decentralisation of national decision‐making.  相似文献   

11.
The use of English as a medium in post‐primary education in Tanzania raises issues of language education policy, of relations between English, education and science and of access to opportunities and economic dependency. It also underlies questions of power relations and of resource distribution. It is argued here that language education policy decisions are socio‐economic, since they entail a reversal of power relations and may lead to certain groups in the community, whose language is not selected, finding themselves at the fringes of the socio‐economic and political spectrum. Language policy is about choice, speaking rights, representation, since language is inseparable from politics and development. Education becomes a prerequisite for socioeconomic development in post‐colonial Africa.  相似文献   

12.
In this paper we examine state and indigenous education in Bolivia. Focusing on debates about the hidden curriculum, we conceptualize the school as a political space where tensions between the overlapping jurisdictional powers of the hispanicizing state and indigenous authorities are played out. Our analysis of these tensions highlights the contested way in which indigenous educational policy is negotiated in Bolivia and points to the importance of the deep structures of the hidden curriculum in constructing the school as a territorial authority and a site of struggle in indigenous communities. Using the communities of Raqaypampa, Cochabamba as a case study, we show how local struggles over indigenous education in the 1980s and 1990s became scaled up to influence national educational policy and donor intervention strategies in Bolivia.  相似文献   

13.
ABSTRACT

In this article the results of an investigation into the relation between school size and achievement are reported. The findings relate to mathematics achievement in Dutch, Swedish and American secondary education and to science achievement in the Netherlands. The analyses sought to provide an answer to the following questions:

(1) Is school size related to achievement independently of student background characteristics such as sex, achievement motivation, socio‐economic status and cognitive aptitude? (2) Is the effect of school size related to any of the aforementioned background characteristics? (3) Does the effect of school size on achievement differ between the educational systems of the Netherlands, Sweden and the USA? (4) Is the effect of school size the same for different measures of student achievement (mathematics versus science)?

It was hypothesized that school size would be most strongly related to achievement in the USA. The analyses, however, revealed little empirical evidence for the existence of school size effects on achievement in any of the three countries, possibly because school size and curriculum comprehensiveness are not strongly related in these countries.

Because the investigations involved the analysis of five separate datasets, the research outcomes revealed some useful additional information with respect to the robustness of the detected relations between the five covariates and student achievement.

  相似文献   

14.
A reanalysis of colonial education is necessary in order to highlight its multifaceted and hybrid nature in specific colonial contexts. Although in general, colonial education served the socio-political needs of the colonial machinery, the colonial government's hegemonic authority over the school curriculum did not operate as a totalising project. It was fettered by issues of political and social expediency that required both assimilation and accommodation in dealing with the sensitivities that were part and parcel of colonial rule. Influenced by theories of colonialism, this study used primary and secondary sources, in order to provide a nuanced understanding of the colonial history curriculum in Botswana. The paper argues that colonial rule was not merely a result of a foreign administration, but operated subject to local (counter-veiling) conditions, which reflected the complexities of the colonial context, and inadvertently influenced colonial education policy and practice, as well. Moreover, in the quest to create room for the incorporation of indigenous histories, the colonial authorities unwittingly came to reinforce the cultural hegemony of the principal Tswana groups. This provided the basis for the framing of history curricula in ways that inadvertently rendered the histories of the ethnic minorities invisible.  相似文献   

15.

This paper takes as its starting point an apparent tension within the Education Reform Act between its imposition of a national curriculum and its stress elsewhere on parental choice and market forces in determining the shape of the school system. The paper then explores differences within the New Right over the issue of the school curriculum, but also points to ways in which neo‐liberal and neo‐conservative positions may ultimately be reconcilable. However, it also suggests that neither position may prove entirely attractive to the government's industrial sponsors who wish the curriculum to be more responsive to the needs of industry. The paper then draws on the findings of a recent research project on school choice to consider some possible consequences of allowing market forces to determine the nature of the curriculum. In conclusion, it stresses the importance of seeing the national curriculum within its broader structural context and notes that there are important lessons to be drawn from the approaches taken by both the tendencies identified within New Right thinking about the curriculum.

  相似文献   

16.

Improving science education is often regarded as a priority for developing countries in order to promote longterm economic development. Thus initiatives, both government and foreign-aid sponsored, aimed at improving science education in developing countries abound. However, all too often the focus of such initiatives is limited to the development of science curricula, while the details of how the curricula will be implemented at school level are often neglected. This paper represents an effort to lay the groundwork for a theory of curriculum implementation with particular reference to developing countries. We have drawn on school development, educational change, and science education literature in order to develop three constructs that could form the heart of such a theory, namely, Profile of Implementation, Capacity to Innovate, and Outside Support. Six propositions are offered to suggest how the constructs may inter-relate as a basis for the development of the theory. The implementation of the natural sciences learning area of the South African Curriculum 2005 is used to illustrate the emerging theory.  相似文献   

17.
The contemporary school science curriculum may be regarded as the end‐product of a smooth evolutionary process or as the outcome of a series of decisions made by powerful individuals. The latter view is taken here and an attempt is made to interpret those decisions in terms of the vested interests of the decision makers. Attention is drawn to the need to scrutinize all proposals for science curriculum reform for underlying socio‐political motivation.  相似文献   

18.
Previous research has shown that indigenous students in Australia do not enjoy equal educational outcomes with other Australians. This secondary analysis of PISA 2006 confirmed that this continues to be the case in science literacy for secondary students. However, the analysis also revealed that indigenous Australian students held interest in science equal to that of their non‐indigenous peers, and that observed variations in science literacy performance were most strongly explained by variations in reading literacy. These findings hold important implications for teachers, teacher educators, policy‐makers, and researchers. Firstly, acknowledging and publicly valuing indigenous Australian science knowledge through rethinking school science curriculum seems an important approach to engaging indigenous students and improving their literacy in science. Secondly, appropriate professional learning for practising teachers and the incorporation of indigenous knowing in science methods training in teacher preparation seems warranted. Additionally, we offer a number of questions for further reflection and research that would benefit our understanding of ways forward in closing the science literacy gap for indigenous students. Whilst this research remains firmly situated within the Australian educational context, we at the same time believe that the findings and implications offered here hold value for science education practitioners and researchers in other countries with similar populations striving to achieve science literacy for all.  相似文献   

19.
如何有效地提高学生成绩,日益成为边远民族地区农村基础教育均衡发展的关键。美国阿拉斯加土著学区的＂文化数学项目＂,发掘民族传统文化,并有机整合到小学数学课程,明显提高了学生数学成绩。体现了一种＂针对文化的学校教育＂理念。边远民族地区农村课程开发,应当充分重视文化适切性和本土内源性,并与现代知识有机整合。  相似文献   

20.
Hugo Labate 《Prospects》2007,37(4):469-488
The article documents the complex process of changing Argentina’s science curriculum and implementing those changes over the last 15 years. It recounts how reformers tackled the challenges of balancing national (federal) unity in education with local (provincial) autonomy from the political, social and pedagogical points of view. It also analyzes various attempts to improve science education in Argentina from the viewpoint of their relevance to current developments in various areas of scientific knowledge and human action. In Argentina the effort to ensure equal opportunities for learners at the federal level led to a strong emphasis on developing Common Basic Contents (CBC) for both primary and secondary education. These contents were seen as fundamental components of the competencies that students need in a world increasingly driven by science and technology. Meanwhile, however, Argentina lacked adequate and sustainable policies and strategies for teacher education and training, which led to an unexpected complication: while the curriculum development process led to diverse and sometimes quite sophisticated curriculum documents, the actual quality of science teaching in the classroom did not improve significantly, and teachers still felt the need for more support before they could effectively implement the new science curriculum. The article ends by suggesting ways in which various stakeholders can work together intensively to improve science education in Argentina, in a new process that will respond to the current situation.
Hugo LabateEmail:
Hugo Labate   Currently a freelance consultant in science education and curriculum reform, Hugo Labate began his career as a high school teacher, and for nearly 7 years was a member of curriculum teams at the National Ministry in Argentina, coordinating several stages of the curriculum reform process. He has worked with UNESCO’s International Bureau of Education (IBE) as a curriculum consultant on projects in Kosovo, Afghanistan, and some of the Gulf countries, and with UNICEF on several projects involving curriculum reform and capacity building. His current work focuses on local projects aimed at promoting quality education in several provinces in Argentina. He has a BS in chemistry, has studied research methodology at the postgraduate level and has written science textbooks for children aged 10–18.  相似文献   

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